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The Practice of Teaching in Higher Education 29-3-11

The Practice of Teaching in Higher Education 29-3-11

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Published by Bex Lewis
The final draft of my final assignment for the PGCLTHE (assuming I pass), and my route to becoming a Fellow of the Higher Education Academy.
The final draft of my final assignment for the PGCLTHE (assuming I pass), and my route to becoming a Fellow of the Higher Education Academy.

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Published by: Bex Lewis on Mar 29, 2011
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07/17/2012

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1 |
P a g e
 
The Practice of Teaching inHigher EducationREFLECTIVE PORTFOLIO
Dr Bex Lewis
Assignment submitted for ´PE????µ
April 2011
 
2
|
P a g e
 
Table of Contents
Initi
al Needs A
n
alys
i
s a
n
d Co
nt
ex
tu
al Overv
i
ew ................................ ................................ ................................ 3Eval
u
a
ti
o
n
a
n
d Reflec
ti
o
n
o
n
Teach
in
g ................................ ................................ ................................ ............. 5Reflec
ti
ve prac
ti
ce a
n
d my programme of 
t
each
in
gs ................................ ................................ ..................... 5Cr
iti
cal reflec
ti
o
n
o
n
observed
t
each
in
g sess
i
o
n
s (Appe
n
d
i
x 2)................................ ................................ ...... 7Descr
i
p
ti
o
n,
A
n
alys
i
s a
n
d Eval
u
a
ti
o
n
of Assessme
nt
Ac
ti
v
iti
es ................................ ................................ ........... 9Small Scale Lear
nin
g & Teach
in
g Projec
t
................................ ................................ ................................ ......... 11Backgro
un
d ................................ ................................ ................................ ................................ ................ 11Me
t
hod................................ ................................ ................................ ................................ ...................... 12Res
u
l
t
s (Appe
n
d
i
x 9) a
n
d D
i
sc
u
ss
i
o
n
................................ ................................ ................................ ........... 14Reflec
ti
o
n
o
n
Lear
nin
g a
n
d Developme
nt
Ac
ti
v
iti
es ................................ ................................ ........................ 16B
i
bl
i
ography ................................ ................................ ................................ ................................ ................... 18Appe
n
d
i
x 1:
I
de
nti
i
ca
ti
o
n
of Needs ................................ ................................ ................................ ................ 20Areas of ac
ti
v
it
y ................................ ................................ ................................ ................................ ......... 20Core k
n
owledge ................................ ................................ ................................ ................................ ......... 20Profess
i
o
n
al val
u
es ................................ ................................ ................................ ................................ .... 21Appe
n
d
i
x 2: Formal Observa
ti
o
n
s ................................ ................................ ................................ ................... 22A
n
alys
in
g V
i
s
u
al C
u
l
tu
res
,
18/03/09 (Observed by S
t
eve
n
Alle
n
) ................................ ................................ . 22Des
i
g
n
for D
i
g
it
al Med
i
a
,
22/5/09 (Observed by Yaz El-Hak
i
m)................................ ................................ .... 25Crea
tin
g a
n
d Co
n
s
u
m
in
g H
i
s
t
ory: Exam Prepara
ti
o
n
28/05/09 (Observed by S
t
eve
n
Alle
n
) ....................... 27Appe
n
d
i
x 3: Reflec
ti
ve Lear
nin
g Models ................................ ................................ ................................ ......... 31Model 1: Gree
n
away ................................ ................................ ................................ ................................ .. 31Model 2: Ba
u
d ................................ ................................ ................................ ................................ ........... 31Model 3: Scho
n
................................ ................................ ................................ ................................ .......... 31Model 4: G
i
bbs................................ ................................ ................................ ................................ ........... 32Model 5: Kolb ................................ ................................ ................................ ................................ ............ 32Appe
n
d
i
x 4: H
i
s
t
ory Lear
n
er Exper
i
e
n
ces ................................ ................................ ................................ ........ 33Appe
n
d
i
x 5: A good h
i
s
t
ory
t
eacher ................................ ................................ ................................ ............. 34Appe
n
d
i
x 6: Reflec
ti
ve D
i
ary (Semes
t
er 2 2009) ................................ ................................ .............................. 35Appe
n
d
i
x 7: Poss
i
ble Reaso
n
s for Adop
tin
g a Teach
in
g Prac
ti
ce ................................ ................................ ...... 80Appe
n
d
i
x 8: S
tu
de
nt
Feedback
,
Ma
ni
p
u
la
tin
g Med
i
a ................................ ................................ ...................... 81Appe
n
d
i
x 9: S
u
rvey Mo
n
key Da
t
a (J
un
e 2009) ................................ ................................ ................................ 82Appe
n
d
i
x 10: Research
in
g Med
i
a S
tu
d
i
es PowerPo
int
Sl
i
des ................................ ................................ ......... 97Appe
n
d
i
x 11: The Classroom Cr
iti
cal
In
c
i
de
nt
u
es
ti
o
nn
a
i
re ................................ ................................ ......... 122
 
 
3
|
P a g e
 
I
nitial Needs Analysis and Contextual Overview
By
t
he
ti
me
t
ha
t
 
I
s
t
ar
t
ed
t
h
i
s mod
u
le
in
Febr
u
ary 2009
,
 
I
had already
un
der
t
ake
n
a s
i
g
ni
i
ca
nt
 amo
unt
of U
ni
vers
it
y
t
each
in
g
,
a
n
d
t
ak
in
g Ed
u
ca
ti
o
n
S
tu
d
i
es as s
u
bs
i
d
i
ary s
u
bjec
t
for my degree hadg
i
ve
n
me some
t
heore
ti
cal gro
un
d
in
g.
I
gave my f 
i
rs
t
lec
tu
re
in
1998
t
o Level 6 H
i
s
t
ory s
tu
de
nt
s
,
 based
u
po
n
my PhD research. The feedback was
t
ha
t
 
it
was well-rece
i
ved (
i
f over-de
t
a
i
led)
,
asev
i
de
n
ced by
t
he q
u
es
ti
o
n
s asked
,
as
t
he process of mov
in
g from 
t
ell
in
g people abo
ut
wha
t
 
I
mdo
in
g
t
o help
in
g people lear
n
 
t
o lear
n
 s
t
ar
t
ed. As my CV (h
tt
p://www.scr
i
bd.com/doc/51660599)demo
n
s
t
ra
t
es
,
 
t
h
i
s exper
i
e
n
ce has grow
n,
w
it
h
t
each
in
g across a ra
n
ge of s
u
bjec
t
s
,
forma
t
s
,
a
n
dlevels
,
as well as a grea
t
deal of real-world exper
i
e
n
ce.Tak
in
g
t
h
i
s ass
i
g
n
me
nt
as a
n
oppor
tunit
y
t
o look back o
n
my developme
nt
over
t
he
t
wo years s
in
ce
I
 s
t
ar
t
ed
t
h
i
s ass
i
g
n
me
nt,
 
I
 
t
ook
t
he UK Profess
i
o
n
al S
t
a
n
dards Framework for Teach
in
g a
n
dS
u
ppor
tin
g Lear
nin
g
in
H
i
gher Ed
u
ca
ti
o
n
1
a
n
d mapped o
ut
 
t
he lear
nin
g from
t
he pas
t
co
u
ple of years
,
as well as areas for co
ntinu
ed developme
nt
(Appe
n
d
i
x 1). M
u
ch of my
initi
al
t
each
in
g was
in
asem
in
ar s
u
ppor
t
role
,
 
u
s
in
g
t
each
in
g ma
t
er
i
als prov
i
ded by o
t
hers
,
a
n
d ma
n
y of my early lec
tu
reswere
t
ak
in
g over from o
t
hers a
t
shor
t
 
n
o
ti
ce (a
n
d
I
rarely go
t
 
t
he oppor
tunit
y
t
o repea
t
).
It
 
i
s
n
o
ti
ceable
t
ha
t
 
t
he more closely a mod
u
le
i
s al
i
g
n
ed w
it
h my par
ti
c
u
lar s
u
bjec
t
exper
ti
se
,
 
t
he moreco
n
i
de
nt
 
I
am
in
 
t
each
in
g
t
he ma
t
er
i
al
,
a
n
d
in
 
t
he lear
nin
g ac
ti
v
iti
es
I
w
i
ll choose
t
o
u
se (whe
t
her
in
 lec
tu
re or sem
in
ar forma
t
).O
n
e of 
t
he sem
in
al mome
nt
s
in
my
t
each
in
g career was
in
 
t
each
in
g Adver
ti
s
in
g a
n
d Bra
n
d
in
g
,
 wh
i
ch
I
 
t
ook over from a well-l
i
ked
tut
or a
t
shor
t
 
n
o
ti
ce. Hav
in
g spe
nt
ho
u
rs prepar
in
g
t
he ma
t
er
i
als
,
 my f 
i
rs
t
lec
tu
re (
n
o
t
es) corr
u
p
t
ed shor
t
ly before prese
ntin
g
,
a
n
d
I
had
t
o
t
alk
t
o
t
he sl
i
des
,
wh
i
chmade my prese
nt
a
ti
o
n
s
t
yle far more dy
n
am
i
c
,
some
t
h
in
g
I
have co
ntinu
ed
t
o
t
ry
t
o cap
tu
re. C
I
DRA(U
ni
vers
it
y of Ma
n
ches
t
er) gave me exper
i
e
n
ce of a larger
in
s
tituti
o
n,
a
n
exc
it
eme
nt
abo
ut
 
t
he
int
erd
i
sc
i
pl
in
ary age
n
da
,
a
n
d a
n
oppor
tunit
y
t
o challe
n
ge s
tu
de
nt
s
t
o 
t
h
in
k o
ut
s
i
de
t
he box.
I
amg
i
v
in
g a
n
 
in
creas
in
g
nu
mber of co
n
fere
n
ce papers
,
hav
in
g
i
de
nti
i
ed more co
n
fere
n
ces wh
i
chavo
i
d
t
he 
t
alk-a
t
-me age
n
da
,
a
n
d offer a more e
n
gag
in
g
,
 
int
erac
ti
ve a
n
d s
u
ppor
ti
ve e
n
v
i
ro
n
me
nt
me
t
hods wh
i
ch
I
seek
t
o br
in
g back
int
o my
t
each
in
g. Work
in
g as a
t
o
u
r leader gave me a lo
t
of co
n
i
de
n
ce
in
be
in
g
ti
mely
in
s
itu
a
ti
o
n
s wh
i
ch cha
n
ged a
t
shor
t
 
n
o
ti
ce
,
p
u
bl
i
c speak
in
g
,
be
in
gd
i
rec
ti
ve
in
a fr
i
e
n
dly way
,
a
n
d
in
deal
in
g w
it
h d
i
ff 
i
c
u
l
t
 people. A
nu
mber of 
t
ra
inin
g co
u
rses
,
 
1
H
i
gher Ed
u
ca
ti
o
n
Academy (Febr
u
ary 2006)
,
 h
tt
p://www.heacademy.ac.
u
k/asse
t
s/York/doc
u
me
nt
s/o
u
rwork/rewarda
n
drecog/Profess
i
o
n
alS
t
a
n
dardsFramework.pdf 
 
,
 accessed 27/03/11.

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